lesson plan 11

The 2
nd
period
Date: 15/ 8/ 2010
Unit 1: FRIENDSHIP
Lesson 1: READING
I. Objectives:
1. Educational aim:
By the end of the lesson, students know about
- what a friendship is and how to keep a friend long.
- how to make and to keep friends long.
- sentences and expression for describing qualities of true friendship.
- New words:.
II. Teaching skills: Guessing meaning in context, scanning for specific information and
passage comprehension.
III. Teaching aids: Student’s books, chalks, board, etc.
IV. Lexical sentences: Words related to qualities of friendship
IV. Procedure:
Teacher’s activities Students ‘ activities Aims
I. Warm-up: (5 minutes)
- Ask ss the questions:
- Have you got many friends?
- Who is your best friend?
- What do your friends and you do in your
free time?
- Let students understand more about
activities and qualities of friends, then
say to students: Today we learn Unit 1-
part A: Reading.
II. Before you read : ( )
Activity 1: Discuss the poem

- Ask ss to look at the picture and read
the poem in their books.
- Ask students to discuss in pair to ask
and answer the question:
Q: What do you think of the friend in
the poem?
- Listen to ss and correct pronunciation
and grammar if necessary
Activity 2: Teaching vocabularies
- Elicit some new words which appear in
the passage and ask ss the meaning if
they know
New words:
+ acquaintance (n)
+ selfishness (n) # unselfishness (n)
+ constancy (n)
+ enthusiasm (n)
- Listen to the T and answer the
questions:
- Yes, I have.
- A is my best friend.
- We usually come to the library
sometimes play foot ball…
- Listen to the teacher and open the
book – Unit 1, part A: reading.
- Look at the picture in the book, read
the poem
- Answer the question, work in pairs:
A: What do you think of the friend
in the poem?

B: I think….
Ask and answer the question, listen
to the T’s correction
- Listen to the T and give the meaning
if they know, then take note
+ loyalty (n)
+ suspicious (adj)
+ two-sided (adj)
+ give-and-take (n)
+ trust (n)
+ secret (n)
+ sympathy (n)
- Explain pronunciation
III. While you read : (23 minutes)
Task 1 : (3’) Filling the blanks
- Ask students to read seven sentences
and explain vocabularies to help ss to
understand the statement
- Fill each blank with a suitable
word/phrase, work individual
- Ask ss to give the answers
- Check and correct
Keys:
1-mutual; 2-incapable of; 3-unselfish;
4(1)-acquaintance; 4(2)-friend; 5-give-
and-take; 6-loyal to; 7-suspicious.
Task 2: (4’) the main idea of the
passage
- Ask ss to read the requirement and 4
options

- Help ss to understand the meaning of
four options by explaining the new
words if they don’t know
- Ask students look through the passage
then try to choose which of the choices
A, B, C, or D most adequately sums up
the ideas of the whole passage.
- Let them work in pairs.
- Ask ss to give the answers and explain
- Comments and correct
Key: B
Task 3: (6’)Answering the questions
- Ask ss to read six questions on page
15 (textbook), elicit to help them
understand that every question ask one
quality of friendship, can miss question
5 because it has the same answer with
q4
- instruct ss to answer Q1: The first
quality for true friendship is
unselfishness. It tells us that a man who
is concerned only with their own
interests and feelings cannot be true
Listen and pronounce
- Listen to the teacher, write down
the true keys in the notebook.
- Do task 1 in pairs
- Give the answers
- Listen to the T
- Read the requirement, ask the

teacher if necessary
- Listen to the T
- Look through the passage again
and try to choose the most
adequately sums up the idea of the
whole passage
- Work with partner
- Give the answer and explain
- Listen to the T
- Read the questions and listen to the
T’s instruction
- Listen to the T
friend.
- Ask ss to work in group to scan the
passage again and answer four rest
questions.
- Walk round and help students.
- Ask some students to stand up to ask
and answer each other.
- Feedback and correct mistakes.
IV. After you read : (8’)
- Tell ss: “in your opinion, which of the
five qualities needed for a true
friendship is the most important? And
which is the least important? Please,
put the qualities needed for a true
friendship in the order of importance”
- Ask ss to do the task individually
- Call some ss to go the board and write
their answers but they don’t look at the

book
- Ask the class to compare their friends’
answers
- Give feedback
V. Home work: (2 minutes)
- Ask ss to learn by heart new words
-Ask students to do Reading exercise of
Unit 1 in workbook and prepare Part
B : Speaking at home
- Work in group to answer the
questions in the book:
Ask the T’s help if necessary
Give the answers
Listen to the T
Suggested answers:
2/Changeable and uncertain people
are incapable of …
3/ the third quality for friendship is
loyalty…
4. There must be mutual trust
between friends because if not,
people cannot feel safe when telling
the other their most intimate secrets.
6. The last quality for true friendship
is sympathy. It tells us that to be a
true friend, you must sympathize
with your friend. Where there’s no
mutual sympathy between friends,
there’s no true friendship

- Listen to the T, do the task
individually
- Some ss go to the board an d write
the answers
- Look at the board and compare
- Listen to the teacher.
- Listen to the teacher and write
down homework
The 3
rd
Period
Date: 20/ 8/ 2011
Unit 1: FRIENDSHIP
Lesson 2: Speaking
I. Objectives:
By the end of the lesson, students should know how to describe a person and learn
about physical characteristics and personalities of a person.
II. Teaching Skills: talking about people’s physical characteristics and personalities.
III. Teaching aids: Student’s book and pictures showing friends, etc.
IV. Lexical items: words related to people’s physical characteristics and personalities.
IV. Procedure:
Teacher’s activities Students’ activities Notes
I. Pre-speaking : (5 minutes)
- T asks ss to close their book, write these
exercises on the board
Short broad straight tallish crooked
pointed oval tall turn-up square
Flat short large wide shortish
Wrinkled glossy wavy dyed long
Shoulder-length sleek

Parts of body Adjectives
Face
Nose
Hair
Forehead
Height
Keys:
Parts of body Adjectives
Face Square, oval (trái xoan),
round, heart-shaped
Nose Crooked (khoằm), snub
(hếch và ngắn), flat (tẹt),
turn-up (hếch), pointed
(nhọn)
Hair Curly (xoăn),wavy (quăn có
song), glossy (bóng), dyed
(nhuộm), long, short,
shoulder- length (ngang vai),
straight, sleek (mượt mà)
Forehead Wrinkled (có nếp nhăn),
large, wide
Height Tall, short, tallish (hơi cao),
shortish (hơi lùn)
- Ask ss to do the following task in pair
“ Match the adjectives from the box with parts
of the body they can be used to describe (some
Close their books and look at the
board
- Listen to the T, do the task in pair
of the words can be used more than once)

- Call on some ss to go to the board and fill in
the table
- Give feedback and correct their mistake,
instruct them how to pronounce
- T tells: these words are used for describing
physical characteristics. T leads in the new
lesson: “Today, you’ll learn how to describe
physical characteristics and personalities of a
person”
While- speaking : (12 minutes)
Task 1: Describing physical characteristics
(appearance)
- Ask Ss look at the people in the picture
and describe their physical characteristics
by using the words in part Warm-up
Let them work in pairs
- Asks some pairs to practice their dialogues
- Comments and corrects.
Task 2: Describing personalities
- Have ss read all the adjectives of
personalities.
* Caring: kind, helpful, showing that you
care about other people: chu đáo, quan tâm
* Hospitable: pleased to welcome guests,
generous and friendly to visitors: mến khách
* Modest: not talking much about your own
abilities or personalities: khiêm tốn
* Sincere: saying only what you really think
or feel : chân thật, chân thành
* Understanding: showing sympathy for

other people’s problems and being willing to
forgive them when they do something
wrong: hiểu biết, cảm thông
- Elicit so that ss speak the meaning of
vocabularies
- Write them on the board, instruct ss how to
pronounce, ask them to listen and repeat
- Has Ss discuss and number the personalities
in order of importance in friendship.
- Walks around the class and helps Ss if
necessary.
- Asks some Ss to present their results and
explain
- Comments
Some ss who are called go to the
board and give the answers
- Listen and repeat
- Listen to the T’ s introduction
- Listen to the T
- Work in pair and do the task
- Speak in front of class
- Listen
Read the adjectives of personalities
Give the meaning if they know
- Take note, listen and repeat
- Listen and do the task
- Ask the T if they don’t know
- Present the results
- Listen
Post-speaking : (10 minutes)

Task 3: Role-play
- Have students work in pairs.
- Guide them to do the task.
- Make sure that sts understand their roles
- Ask ss to pay attention to the suggestions :
+ his / her name
+ date of birth
+ his / her physical characteristics
+ his / her hobbies
+ his / her personalities ( friendly , humorous ,
quick-witted , good-natured , helpful , honest ,
pleasant , caring )
+ why he / she interests in Maths
+ how much time he / she spends on Maths
everyday
+ what makes him / her a good friend
+ what made him / her successful
( studious , intelligent , keenly interested in
Maths , eager to learn , patient , calm )
+ what he / she does in his / her free time
- Call some pairs to report.
- Walk round and help them
- Ask some students to stand up and tell loudly
- Listen and correct mistakes
V. Homework: (3 minutes)
- Ask ss to practise reading all the words that
are to describe people’s physical characteristics
and personalities. Then, use as many of them as
possible to describe the person who has had the
most influence on you

- Ask students to prepare Part C- Listening and
do homework
- Make pairs: one is a journalist, the
other is an interviewee.
- Listen carefully and practice in
pairs.
- Pay attention to the content :
+ physical characteristics
+ personalities
+ reasons why the friends are
famous
- Role play
- The students are called stand up
and tell loudly
- Listen to the teacher
- Write down the homework
Period: 5
Date: 22/8/2011
UNIT 1: FRIENDSHIP
Lesson 3: LISTENING
I. Objectives:
Students should know how to describe the best friend and how to keep the friendship.
II. Teaching Skills:
- To practise listening comprehension skill.
- To distinguish true and false statements.
- To take notes about given questions in order to answer.
III. Teaching aids: Student’s book, tape and cassette player, chalks, notebooks…
IV. Lexical items: Words related to friends and keeping friendship.
V. Procedures:
Teacher’s activities Students ‘activities

I. Warm- up:
Ask ss to work in pairs. Ask and answer the
following questions:
1. Who is your best friend?
2. How did you happen to meet him or her?
3. How long have you known each other?
4. What qualities do you admire in your best
friend?
Call some pairs to speak in front of class
Give feedback
II. Pre- listening:
Pre-teaching vocabulary:
- Read loudly the words in the books:
Residential area: khhu tập thể
Guitarist: người chơi ghita
Sense of humor: khiếu hài hước
Favorite: ưa thích
Around: khắp xung quanh
- Ask students to repeat loudly the words,
explain the meaning of the words
- Ask some ss to read the words, listen and
check pronunciation
III. While-listening:
T introduces the topic of listening lesson: “In
this lesson you’ll listen to people talk about
their friends”, and do the tasks
Task 1: True/ False statements:
Lan’s talk:
Ask ss to read the statements
Help ss to understand the meaning of them

Share an apartment: ở chung một căn hộ
- Play the tape of Lan’s talk twice
- Ask ss to compare the answer with their
partner
- Check the answers in front of class quickly
Key: 1. F 2. F 3. T 4. F 5. T 6. F
Long’s talk:
Ask ss to read the statements
Help ss to understand the meaning of them
Have a lot in common: có nhiều điểm giống
nhau
Help s.b out of difficulties: giúp ai đó vượt
qua khó khăn
- Play the tape of Long’s talk twice
- Ask ss to compare the answer with their
partner
Work in pair: ask and answer the
questions
Some pairs ask and answer in front
of class
Suggested answers: Qualities that
we admire in our best are: caring,
supportive, helpful, honest, good-
nature, quick-witted, humorous,
and friendly.
- Listen to the T
- Repeat after the T, take note
- Read the words
Read the statements and
understand the statements

Listen to the tape and decide
whether the statements or T/F
Compare with their friends
Give the answers and explain
Read the statements and
understand the statements
Listen to the tape and decide
whether the statements or T/F
Compare with their friends
- Check the answers in front of class quickly
Key:
1. F 2. F 3. T 4. T 5. T
Task 2: Noting down details
- Instruct ss how to do this task, tell them not to
pay attention the important information when
listening: when and where they met,
personalities of friends
- Play the tape again.
- Get Ss to work in pair and check their
answers.
- Call some Ss to give their answers.
- Give feedback.
Key:
How and where
they met
What they like
about their
friends
Lan
- Used to live in

the same
Residential Area
in Hanoi
- Lan in Doson,
Ha went to help
- Friendly and
helpful
- Ha knew many
people and
introduced Lan
around
Long
- Met in college
- Minh played
guitar
- Long sang
- A great sense
of humour
- Good listener
- Friendly ,
helpful
IV. Post- listening:
- Have students ask & answer about the
friendship between Lan and Ha, Long and
Minh (How & Where they met, what they like
about their friends.
- Ask students to rewrite their answers
completely
V. Homework:
- Learn by heart the vocabulary.

- Prepare next period- unit 1: writing.
Give the answers and explain
- Listen to the T’s instruction
- Listen to the tape
- Work in pair to check the answers
- Give the answers
- Listen to the T’s feedback
- Work in pair to do the task
- Rewrite the answers
- Listen and take note
The 5
th
period
Date: 6/ 8/ 2010
UNIT 1: FRIENSHIP
Lesson 4: WRITING
I. Objectives:
By the end of the lesson, students know how
- to write a passage to describe a friend they like.
- to describe someone’s physical characteristics and someone’s personalities.
II. Teaching Skills: Writing a passage.
III. Teaching aids: Student’s book, notebook, chalks, board…
IV. Lexical items: Words related to describe someone’s physical characteristics and
someone’s personalities
V.Procedure:
Teacher’s activities Students’ activities
I. Warm-up: Noughts and
crosses
- T writes the table on the board
hospitable honest Around face

caring Sense of
humor
friendly
Large
forehead
Good-
natured
pleasant
Divide the class into 2 groups :
Noughts (O) and Crosses (X) to
take part in the play game
The winner who is tells more
words
II. Pre-writing:
*Making an outline :
T instructs ss to use the given
information to make an outline
+ For column one, think of the
possible places and situations
in which you may have met
your best friend. Write down as
ma ny of them as possible.
+ For column 2, think of the
most outstanding physical
characteristics of your friend
and write them down in this
column.
+ For column 3, think of the
personalities of your friend that
you like most about him/her.

Ask Ss to make an outline of a
paragraph describing a friend,
- Look at the board, listen to the
T’s instruction
- Play game
- Listen and make an outline
Model outline:
Where/
When first
met
Physical
characteris
tics
Personaliti
es
-in
school
extra-
activitie
s
-at a
football
match
- round face
-wide
forehead
- high nose
- short,
black hair
-very tall

- good-
natured

- Share the outline with class
use the information they’ve just
discussed in brainstorming
activity.
While Ss are making an outline,
T. goes around the class to see
how well Ss work and whether
they need some help.
Ask 2 groups to write their
outlines on the board.
Note: the past tenses are used to
write.
-T’s feedback.
III.While-writing
- In groups of 4, Ss write a
paragraph about a friend on a
poster.
-While Ss are writing, T goes
round to see if anyone needs
help.
IV.Post-writing
- T asks Ss to exchange their
writing with another student
for peer correction.
- T asks two students to read /
write some students’ passages
on the board and

- T gives comments.
- Correct mistakes and mark
V.Homework:
- Rewrite the passage about
their friend, taking into
consideration their classmate’s
and T’s suggestions and
correction.
- Prepare part Language Focus
- Listen to the T
- Work in group of four to write
a paragraph about a friend
Sample writing:
Probably my best friend is Ha.
We first met each other 4 years
ago, in a football match
between my school and his.
He is very tall. He has a round
face with wide forehead and a
high nose. His hair is short and
black. He is good - natured,
he’s always willing to help me
if I need.
I hope my friendship will last
forever.
Exchange their writing with
another student
Students read / write some
students’ passages on the board.
Listen to the T

- Listen to the T and take note
The 6
th
period
Date: 24/ 8/ 2011
UNIT 1: FRIENDSHIP
Lesson 5: Language Focus
I. Objectives:
By the end of the lesson, students should know how to use Infinitive with
to or without to make sentences.
II. Teaching Skills: Writing sentences with infinitives with to or without to.
III. Teaching aids: Student’s books, notebooks, chalks, board…
IV. Lexical items: Words related to pronunciation /dʒ / - /t∫/.
V. Procedure:
Teacher’s activities Students’ activities
I. Warm-up:
Period: 8
Date: 25/8/2011
UNIT 2: PERSONAL EXPERIENCE
Lesson 1: READING
I. Objectives:
Through this unit, students know how to write about the sequence of events in a story
and sentences and expression for describing the sequence of events in a story.
II. Teaching Skills:
- Guessing meaning in context.
- Passage comprehension.
III. Teaching aids: Tape and cassette player, pictures, English textbook 11, hand-outs.
IV.Lexical items: Words related to sequence of events in a story
V. Procedures:
Teacher’s activities Students’ activities

I. Warm-up:
- T asks some questions
1. Have you ever been in an
embarrassing situation?
2. What did you do then?
- T leads in the lesson:
It is one of your experiences
Today our reading lesson is about the
embarrassing experience of a girl on a
bus
II. Pre- Read: (8’)
Activity 1:
- Asks Ss to look at the pictures on
page 22 and guess what is happening
in each of them.
- Asks some Ss to present their ideas.
- Comments.
- Has Ss read the text.

- Work individually and give answers.
- Listen to the T
- Look at the pictures and guess
- Present their ideas
- Listen to the T
- Read the story
- Explains some new words.
+ embarassing (adj) : ngượng ngùng
+ floppy (adj) mềm
+ idol (n) thần tượng
+ glance at (v) liếc nhanh

+ sneaky (adj) vụng trộm
+ make a fuss (exp) làm ầm ĩ lên
III. While- Read:
Task 1: Fill each blank with one of
the words in the box below.
- Asks ss to retell the meaning of the
words/ phrases in the box
- Asks ss to read five sentences in
Task1, explain some new words to help
them the statement
- Has Ss complete the sentences with
the words provided in the box, then
compare the result with their partner
- Ask ss to give the answer and
translate the sentence
- Checks and corrects the mistakes.
Task 3: Answer the questions in the
book.
- Ask ss to read all questions to
understand the content
- Elicits ss to reply on the key words to
define the position of information in the
passage
- Asks ss to work individually to
answer the questions, encourage them
to answer shortly
- Asks ss to work in group to compare
their answers and discuss if they don’t
have the same result
- Calls on the representative of every

group to answer the questions
- Gives feedback and corrects
Suggested answers:
1. a red floppy cotton hat
2… so that she could buy the hat for
herself.
3. A wad of dollar notes that look like
the one that her father had given her.
- Listen, try to guess the meaning
of the new words and take notes
- Retell the meaning
- Read and ask the T if they have
any new words
- Work individually, then compare
with their friends
- Give the answers
- Listen to the T
Key:
1. glanced
2. makes a fuss
3. embarrassing
4. idols
5. sneaky
- Read all questions
- Listen to the T
- Work individually, answer the
questions
- Compare with their friends
- Give the answers
- Listen and take notes

4. Because she didn’t like to make a
fuss
5. She bought the hat with it.
IV.After you read: ( )
- Asks ss to look at the picture c on
page 22 again, give some
questions and ask ss to work in
group to discuss them:
1. How did the girl in the picture feel?
2. Why did she feel that way?
V. Homework : ()
- Ask students to learn by heart the new
words and make sentences with them
- Asks ss to prepare Part B: Speaking
- Listen to the T, work in group to
do the task
Suggest answers:
1. She felt surprised/ embarrassed
2. Because the money she took from
the boy was not hers….
- Listen and take notes
Period: 9
Date: 27/8/2011
UNIT 2: PERSONAL EXPERIENCES
Lesson 2: SPEAKING
I. Objectives:
Through this unit, students can
- talk about their personal experiences and know how to talk again a problem happened.
- use sentences, words, phrases and expressions for talking about their personal
experiences.

II. Teaching Skills: Talking about past experiences and how they affected one’s life.
III.Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs
IV.Lexical items: words related to past experiences
V. Procedures:
Teacher’s activities Students’ activities
I. Warm –up:
- T asks ss to answer some questions
about the old lesson:
1. What did the girl wish to have when she
was in grade 9?
2. Who gave her money on her birthday?
3. Why did she decide to take the money
from the boy’s bag?
4. What did she do with the money?
5. What did she discover when she came
back?
- Answer the questions:
Expected answer :
1. She wished to have a floppy
cotton hat.
2. Her father
3. Because she thought that the boy
had stolen her money.
4. She bought the pretty hat of her
dream.
5. She discovered her money on the
table.
- T gives feedback and correct
- T lead in the new lesson: Today, we will
continue the topic of personal experiences

by talking about past experiences and how
they affect your life.
- We move to part B: Speaking
II. Pre- speaking:
Task 1: Matching
- T asks Ss to work in pairs to match things
they might have done or experienced in
box A and how the experience might have
affected them in box B.
A B
1. speaking
English to a native
English speaker.
2. being seriously
ill
3. traveling to
other parts of the
country
4. failing an
exam.
5. talking to a
famous pop star.
a. makes you love
your country more
b. teaches you a
lesson and makes
you work harder
c. makes you
appreciate your
health more

d. makes you feel
more interested in
learning English
e. changes your
attitude to pop
stars.
- Call some Ss to give their answers
- T gives feedback and explains some words
III.While- speaking:
Task 2: Order and Practicing the
dialogue
- Ask ss to read the sentences of the
dialogue quickly and check whether they
understand all the words or not. (ex: turtle:
con rùa)
- Ask ss to work individually to put the
lines in the correct order
- Ask ss to give the answers
- Checks
- T ask ss a good student to practice the
dialogue firstly
- Ask ss to work in pair to practice
- T goes around, listen, help them to
correct their pronunciation
- T notices ss the use of past tense and
- Listen to the T
- Work in pair and match the things
you might have done or experienced
in column A and their effects on
your life in column B.

- Give the answers
- Listen to the T and correct
Expected answer :1.d 2.c 3.a
4.b 5.e
- Read the sentences to understand the
content of them, ask the T if they
have difficulties in any words
- Work individually to do the task
- Give the answers
Expected answer :
1.b 2.d 3.h 4.a 5.g 6.c 7.c
8.f
- Listen to the T and their friend
- Practice with their partner
- Listen and take note:
Form of questions
the form of questions can be used
IV.Post- speaking:
Task 3: Making similar dialogues
- T gives ss useful structures :
+ Have you ever………?
+ How did it happen?
+ When did it happen?
+ How did the experience affect you?
- Ask ss use these structures and the ideas
in Task 1 to make similar dialogues, work
in pairs
- T goes around and helps them if they
have difficulties.
- T calls on a pairs to perform in front

of the class.
- T comments and corrects the
mistakes if necessary.
- Have you ever ……?
- How did it happen?
- How did the experience affect you?
- Listen and take note
- Listen to the T’s instruction,
work in pairs
- Ask the T if they find out
difficulties
- Speak in front of class
- Listen to the T’s feedback
Key:
1. A. Have you ever felt an exam?
- Yes, I have.
B. How did it happen?
- I didn’t study well enough for
exam.
C. When did it happen?
- Last year.
D. How did you feel/ How did it
affect you ?
- I felt disappointed/ sad/ depressed.
2. A. Have you ever traveled to other
parts of the country?
- Yes, I have.
B. When did you travel?
- In 2002.
C. How did it affect you?

- It make me love our country more./
I learned more about different places
in our country.
3. A. Have you ever talked to a
famous pop star?
- Yes, I have.
B. Where did you meet him/ her ?
- At a party
C. How did it affect you?
- It was interesting to talk to famous
pop stars.
- It changed my attitude to/ towards/
famous pop stars.
V. Homework:
- Learn by the dialogues in Task 2
- Prepare part C. Listening
- Listen and take note
Period: 9
Date: 30/8/2011
UNIT 2: PERSONAL EXPERIENCE
Lesson 3: LISTENING
I. Objectives:
By the end of this lesson, students will be able to
- develop such listening micro-skills as listening for specific information and taking notes
while listening
- learn about memorable experiences and the importance of family
II. Teaching Skills: Listening for specific information and comprehension questions
III.Teaching aid: Pictures, chalk, cassette tape
IV.Lexical items: Words related to memorable experiences
V. Procedures:

Teacher’s activities Students ‘activities
Warm-up: Game: Guessing things
-T divides the class into two groups A
and B and asks Ss to guess what it is.
Questions : What is it ?
- Read aloud some facts about the thing
one by one.
+ It destroys buildings, houses and
forests.
- Listen to the T and guess what it
is
- The group giving the correct
answer first wins.
Expected answer: A fire
+ It can kill people.
+ It gives out a lot of smoke.
+ You need water to put it out
- Listen to the ss’ answer and
feedback
- T leads in the lesson: Today, you will
hear Christina talk about the most
unforgettable experience in her life.
Pre- listening:
Activity 1: Brainstorming
- Ask ss to look at the picture on page 27
and answer the T’s questions:
1. Can you see a fire?
2. What’s burning?
3. Can you see a woman?
4. What’s she doing?/ What’s she

carrying in her hands?
5. Do you think they are from the
burning house?
6. How do they look?
Activity 2: Pre-teach vocabulary
- Ask ss to listen and repeat, elicit so that
ss guess the meaning
memorable (a): đáng nhớ
terrified (a): sợ hãi
scream (v): shout very loudly
replace (v): thay thế
gas stove (n): bếp ga
embrace (v): ôm
escape (v): trốn thoát
protect (v): bảo vệ
While-listening:
Task 1: True/ False
- T gives situation: Christina is being
interviewed about the most
unforgettable experience in her life.
Today we will listen to the interview
- T asks Ss read all the sentences
carefully.
- T asks students to listen to the tape
(twice), decide whether the statements
are true or false individually
- T ask ss to give the answers
- T ask ss to listen to the tape again
to check the answers
- T gives feedback and explain

Task 2: Filling in the gaps
- Listen to the T
- Look at the picture and answer the
question freely
1. Yes, I can.
2. A house
3. Yes, I can.
4. Maybe her son
5. Yes, I do
6. Terrified
- Listen and repeat, try to guess
the meaning, take note
- Listen to the T
- Read the statements
- Listen to the tape, do the task
- Give the answers
- Listen the tape again
- Listen to the T’s correction
- Listen to the T
- T gives the situation: listen to the
second part of the dialogue and fill in
the gaps in the summary of Christina’s
story below
- T ask ss to read the summary of
Christina’s story once, explain some
words to help them understand
carefully
+ selfish (a): ích kỉ
+ complain (v): phàn nàn
+ destroy (v): phá hủy

- T instructs ss to reply the idea of the
passage to guess the worm form of the
words in the gaps : noun, verb,
adjective, adverb…
- T plays the tape, asks ss to listen and
fill in the gaps
- T asks ss to work in pair, compare the
result and discuss
- T asks some ss to go to the board to
write the answers
- T checks
- T ask ss to listen again so that ss can
hear the answer to make sure they
understand the paragraph
Post- listening:
Ask ss to read the passage in task 2 to
find out the information to answer the
question:
Why does Christina think family is
more important than things?
- Asks ss to work in group to discuss
these questions:
1. Where do you care from, your
family or things?
2. Can you buy new clothes?
3. Can you get new parents or brothers
or sisters?
- Calls some ss to present their opinions
in front of class
- Feedback and give them mark if

necessary
- Read the summary and listen to
the T’s explanation, take note
- Listen to the T’s instruction and
guess
- Listen to the second part of the
dialogue, do the task
- Compare and discuss
- Write the answers
- Listen to the T
- Listen again
Expected answer :
1. small
2. everything
3. family
4. replaced
5. got
6. appreciate
- Read the passage and answer the
question
Key: Because she has realized that
she needs her family. Things can be
replaced, but family can’t
- Work in group and discuss
- Present in front of class
Homework:
- Learn by heart new words
- Prepare for the writing lesson
- Listen and take note
Period: 10

Date: 3/9/2011
UNIT 2: PERSONAL EXPERIENCES
Lesson D: WRITING
I. Objectives:
By the end of this lesson, students will be able to
- write a personal letter telling about a past experience, using the structures and
vocabulary that they have learned in previous lessons.
- learn about the organization of content of a form
II. Teaching Skills: Writing a personal letter to describe a past experience
III. Teaching aids: Chalk, textbook
IV. Lexical items: Words used in a form of writing a personal letter
V. Procedures:
Teacher’s activities Students’ activities
Warm-up:
- Ask ss to work in pair to
complete the following
sentences, using the
underlined adjectives
proud, jealous,
embarrassed, angry, sad,
frightened
1. He was very ……. when
his father appeared on TV
with the Prime Minister.
2. He was very ………
when he sent her a birthday
present on the wrong day.
3. He was very …………
when someone stole his
money.

4. He was very ………
when he heard that his aunt
died.
5. He was very ………
when he saw those big dogs
running toward him.
- asks ss to give the answers
- Feedback and correct
- Ask them the questions:
1. How about you? When
did you last
feel……………?(angry /
surprised / upset / frightened
/ jealous )
2. Have you ever written to
someone telling him / her
about it?
- T leads in the new lesson:
Today, you’ll learn how to
write a personal letter about
a past experience.
Pre- writing:
Brainstorming
- Asks ss to read the
following letter
carefully and complete
the chart below.
Dear Helen,
Last night I had a scary
- Do the task in pairs.

- Give the answers
- Listen and correct
1. proud
2. jealous
3. embarrassed
4. angry
5. sad
6. frightened
- The whole class answer the
questions
- Listen to the T
- Read the letter and do
the task
- Give the answers
Name of
experience
1. A
frightening
experience
When it
happened
2. Last night
Where it
happened
3. The writer
was walking
along an
empty street
late at night.
How it

happened
4. The lion ran
toward the
writer with his
dream. I was walking along
an empty street late at night.
Suddenly a lion appeared at
the end of the street. He ran
toward me with his big
mouth open and sharp teeth.
He roared and jumped upon
me. I screamed loudly and
awoke. I’m still frightened
now. By the way, how are
you? Do you still have a
nightmare as before? I think
we have similar problems
now. Write to me as soon as
possible.
Your friend,
Daisy
Chart:
Name of experience 1.
When it happened 2.
Where it happened 3.
How it happened 4.
How the experience
affected the writer
5.
- Asks ss to give the

answers and correct
III.While- Writing:
- Asks ss to work in groups of
four. Complete the chart
with the information about
your most memorable past
experience.
- Use the information in the
chart and write a letter to a
pen friend telling him / her
about your most memorable
past experience.
big mouth
open and
sharp teeth.
He roared and
jumped upon
her.
How the
experience
affected the
writer
5. She was
frightened.
- Work in group of four to do
the task